Cycle 2 -Overview
Focus Statement ​
To leverage/utilize the synergistic effects of the Expectancy Theory of Motivation (ETM) and the Impact Cycle (IC) to provide comprehensive support and motivation to small group chapel (SGC) student leaders so that they can implement the mission of the Student Life Chapel office. By incorporating the ETM theoretical framework and instructional coaching practices, this research aims to empower SGC student leaders of Christian Universities with the necessary tools and inspiration to effectively translate the vision of the Student Life Chapel office into practical, transformative actions within their respective small chapel groups.
Through Cycle 1 observations, it has become evident that providing instructional coaching is crucial as these student leaders exhibit varying levels of comprehension regarding the vision and mission of the SF office and its implementation. Certain participants necessitate minor adjustments to synchronize with the SF's objectives, while others manifest a distinct requirement for specific feedback and guidance across different facets of leading their respective SGCs. My proposed solution involves the utilization of an Instructional Playbook aligned with the Impact Cycle framework, aimed at offering tailored feedback to enhance the alignment of student leaders' visions and missions.
Research Questions
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To what extent does the implementation of the Expectancy Theory and the Impact Cycle affect the motivation and leadership skills of small chapel student leaders?
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How does the intervention impact the alignment between the Spiritual Formation office's vision and its practical implementation within Small Group Chapels?
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What challenges and opportunities are encountered in the process of motivating and empowering student leaders in this context?
Target Audience
The target audience for this research Cycle (2) consists of 4 student leaders of four SGCs at a Christian University, specifically those affiliated with the Student Spiritual Formation office. These student leaders are crucial for achieving alignment between the university's vision and the actions taken within small group chapels.
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Implementation Process
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The timeline for Cycle 2's implementation is structured to maximize the impact of instructional coaching interventions within 8 weeks. Cycle 2 will officially commence with the pre-observation meeting, where individualized observation protocols will be developed through discussions with each student leader to identify specific aspects they wish to improve or align within their chapels. The subsequent phases of ‘identity’, 'learn', and 'improve' will unfold over 8 weeks, allowing for strategic planning, implementation, and assessment of interventions. Regular check-ins and guidance sessions will be held during the 2-3 weeks of strategy implementation, ensuring ongoing support for the student leaders. The cycle will culminate in post-observation meetings to assess the effectiveness of the strategies employed, allowing for informed decisions on whether to maintain or modify the strategies based on the observed outcomes. The strategies administered throughout the cycle align with the Impact Cycle framework, encompassing targeted coaching meetings, strategy implementation, and observation. The above steps and activities are crucial in addressing the identified needs of the student leaders and aligning their actions with the SF office's vision. The anticipatory nature of these steps lies in their ability to track progress and identify areas requiring further support or modification. By tailoring different strategies to the specific needs identified in the pre-observation meetings, I aim to facilitate tangible improvements within the SGCs. These new actions, integrated within a structured timeline, serve as key markers for assessing the impact of the coaching sessions and their efficacy in fostering alignment of the SF office’s vision and mission within the SGCs.
Assessment & Evaluation
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A multifaceted evaluation approach will determine success in solving the identified problem. After the pre-observation meeting, the observation protocol will be customized to meet the needs raised by the SGC leader (things to be observed). At the end of Cycle 2, the post-observation data will be analyzed and evaluated to gauge how the strategies implemented solved the issues raised in the pre-observation meetings and how they have furthered the implementation of the SF office’s vision and mission during the 8-week coaching and implementation process. Additionally, the data collected from the pre- and post-observation protocols will be instrumental in assessing the strategies' effectiveness. By comparing the initial observations with those following the implementation of strategies, I can measure the degree of alignment achieved within the SGCs. Analysis of this data will provide insights into the extent of progress made by each leader and the overall impact of the coaching interventions.
Furthermore, assessments will be made based on the successful utilization and integration of the planning template and the instructional playbook strategies within the activities of the SGCs. The degree of adherence to these structured tools will serve as an indicator of the effectiveness of the interventions. The evaluation plan aims to provide tangible evidence of the success or areas requiring refinement in solving the identified misalignment and leadership challenges among the student leaders participating in Cycle 2.
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References
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Knight, J. (2018). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin Press.
Knight, J. (2018). Better conversations: Coaching ourselves and each other to be more credible, caring, and connected. Corwin Press.
Knight, J. (2021). The definitive guide to instructional coaching: Seven factors for success. ASCD.
